<![CDATA[The rapid digitalisation of the education and training industry is reshaping how training providers create and deliver value for digitally oriented learners. This study examines the effects of teachers’ self-efficacy and digital curriculum on customer experience and investigates the mediating role of business model transformation. Drawing on Dynamic Capabilities Theory and Service-Dominant Logic, the study develops a model comprising four constructs and seven hypotheses. A survey of 180 respondents from PT Citra Prestasi Gemilang, a training provider, was analysed using partial least squares structural equation modelling (PLS-SEM). The measurement model demonstrated reliability, with Cronbach’s alpha ranging from 0.724 to 0.800, composite reliability from 0.876 to 0.895, and average variance extracted from 0.702 to 0.810. The structural model explained 28.0% of the variance in business model transformation and 42.3% of customer experience. Teachers’ self-efficacy had effects on business model transformation (β = 0.146, t = 3.467, p = 0.019) and customer experience (β = 0.062, t = 2.987, p < 0.001). Digital curriculum had stronger positive effects on business model transformation (β = 0.426, t = 4.689, p < 0.001) and customer experience (β = 0.332, t = 4.520, p < 0.001). Business model transformation positively affected customer experience (β = 0.370, t = 4.280, p < 0.001). Effect-size analysis showed that business model transformation had a medium-to-large effect on customer experience (f² = 0.171), whereas digital curriculum had small-to-medium effects on business model transformation (f² = 0.155) and customer experience (f² = 0.102). Overall, business model transformation emerges as an important mechanism through which digital curriculum and human capabilities contribute to customer experience.]]>
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